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The article explores the rationale of the Romanian political community as defined by its successive constitutional layouts, since the first fundamental law of 1866, including the Communist constitutional settings, and concluding with the post-communist constitutional design. This consistency of the political community is tested by means of an analytical distinction between the Nation-State and the National State. The former is understood as the institutional underpinning of a community bearing a political project. The latter is seen as the institutional outcome of an ethnic group and the warrant of its political integrity. Such an examination of the Romanian constitutional production sheds light on the historical and unambiguous predominance of the National State, while the Nation State emerged briefly and warily in the Romanian setting in the form of the socialist nation state. By the same token, this approach questions the adequacy between democracy and this rationale of the Romanian political community. While the socialist Nation State, as it was constitutionally designed, failed to guarantee the effectiveness of popular democracy, the Romanian National State, as it was shaped by the successive constitutional texts, pre-communist and post-communist, was always unable to accommodate completely with democracy.

본 연구는 연방체제와 연방사회 간 합치(congruence) 여부에 초점을 맞춰 연방주의가 교육복지에서 어떻게 구현되었는지 또는 구현되는데 실패했는지 미국 사례에 조명하고자 한다. 구체적으로 공식적 제도에 근거한 연방국가와 민족-언어에 근거한 다양성이 표출된 사회구조를 가리키는 연방사회가 불합치하면 교육복지에서 어떤 연방주의로구현되는지 시대별로 검토하고자 한다. 이에 본 논문은 우선 연방주의를 건국이념으로채택한 미국이 다른 연방국가와 대조적으로 헌법상 교육 권한의 소재지를 주정부에게명기함에도 불구하고 교육복지에서 연방정부가 소규모이나 점진적으로 권한영역을 확대하는 근거를 살펴보고자 한다. 특히 미국의 교육 및 교육복지는 민족-언어의 동질성이 크지 않음에도 불구하고 대칭적 연방주의로 발전했고, 그 부산물로 헌법에도 명시되지 않은 교육 권한이 제한적이기는 하나 점차 연방정부로 이전하는 양상을 보인다. 따라서 본 논문은 연방주의를 작동시키는 주요 동력으로서 사회적 요인, 보다 정확하게민족-언어적 이질성에 일차적으로 초점을 맞춰 교육 연방주의의 정치 사회학을 연대기적으로 재조명하고자 한다. 그리고 미국 연방주의를 교육복지에 초점을 맞춰 연방제의운용 단면을 살펴보고자 한다. ; In this paper, I propose to explore the political sociological aspect of federalism in education welfare in America. Specifically, I intend to illuminate the misfit between federal system and federal society by providing the historiography of education welfare in U. S. In doing so, I plan to put emphasis on the role of societal factors, or more precisely, the ethno-linguistic patterns, in influencing the workings of the American federal system. Unlike other federal states, U.S. eventually evolved into a symmetrical federalism in education welfare where the federal demarcations were drawn independently of the underlying social structure despite her lack of ethno-linguistic homogeneity. In this paper, I first contrast across 7 federal states and strive to explicate how American federalism stands apart from her counterparts. Then, I look into how the meager federal department of education occasionally but gradually managed to tread on states' right in providing education and education welfare. I conclude by putting the American education welfare in perspective. ; OAIID:oai:osos.snu.ac.kr:snu2013-01/102/0000040203/2 ; SEQ:2 ; PERF_CD:SNU2013-01 ; EVAL_ITEM_CD:102 ; USER_ID:0000040203 ; ADJUST_YN:Y ; EMP_ID:A076716 ; DEPT_CD:216 ; FILENAME:2013세계지역연구논총 31집3호_이옥연.pdf ; DEPT_NM:정치외교학부 ; SCOPUS_YN:N ; CONFIRM:Y

The article focuses on projects, which are managed by the EU in the field of education and training, recent changes to the EU policy in educational programmes. Erasmus+ unites programmes and actions in the field of education and training, fostering the EU added value in education and European dimension. It gives an insight into the concept of projects management in education, European legal regulations, specific European programmes in education and training.

This article aims to present the situation of the foreign students in general – and of Romanian students in particular – studying at German institutions of higher education during the
Third Reich. Beyond its quantitative considerations, which prove how intense was the migration of Romanian students to Nazi Germany the article highlights the political role assigned to the Romanian students by the Nazi authorities, as well as the political and ideological impact that the study in the Nazi universities had on the Romanian youth.

It is certain that contemporary higher education institutions have entered the era of great transformation. The environment they operate in has changed fundamentally: professional knowledge and skills have become the main generator of economic development. At the same time, the university is no longer the only provider of high-quality knowledge. Competition on the market of knowledge and academic education services is getting tougher. The efforts made by national education in modernizing and reforming the national higher educational system, in the context of European rigors and exigencies, would not be that obvious if they were not supported by our international partners through various community programs. The successful promotion of reforms in the educational system becomes possible only in terms of identifying, taking over good European practices in the field and implementing/ institutionalizing beneficial and valuable elements for the national higher education system. Good enforcement of reforming provisions is not possible unless there is a cooperative framework between the three main actors. The government shall implement new modern policies in higher education system; the civil society, on its turn shall take the responsibility and availability to be engaged in the reforming processes, and the higher education institutions shall accept the new context and implement the reforms on the institutional level, cooperating in the same way with the other two actors, meanwhile paying attention to the labour market.